Rethinking Mentoring: Comparing Policy and Practice in Special and General Education

Although teacher mentoring is now mandated in most states, high quality research in mentoring remains scarce (Rockoff, 2008). There is a great need to understand how such policies are implemented (Smith, 2007), particularly in teaching areas with high shortages. The purpose of this study is to compare state and district mentoring policies with the mentoring experiences of practicing special and general education teachers. Survey data were collected from 232 teachers in one state and compared with policy information from the Teacher Rules, Roles, and Rights (TR3) database. Results indicated uneven implementation of policy, in that some stated policy was not adhered to consistently, and consistency in practices was seen in the absence of other policy. Further, special education teachers reported much less mentoring than general education teachers. A new model is proposed to encourage implementation of research-validated practices in teacher mentoring

A Practical Proposal for Special Education Teacher Induction

Teacher attrition is a serious issue in the field of special education (Boe, Cook, Bobbitt, & Terbanian, 1998). Teachers leave the field in record numbers due to inadequate support in a variety of areas (Shoho, Katims, & Meza, 1998). However, the first few years of a special education teacher’s career have been shown to be crucial for teacher retention (Singer, 1993). The author outlines a three-part plan for induction of special education teachers that directly addresses problems faced by teachers as well as issues in the field of special education. These three components include: IEP Assistance Teams, dual mentoring, and professional development workshops

Secondary Special Education: A Comparative Study of Teachers of High Incidence Disabilities

Although state education agencies, teacher preparation institutions, and public schools often combine high incidence disabilities into one category and one placement, the students grouped under this label often have diverse educational needs. This study compares two samples of secondary special education teachers working at the same schools to examine programming across disability category. One sample consists of teachers of students with learning disabilities (LD) and the other, teachers of students with mild mental impairments (MMI). The paper compares the similarities and differences

An Exploratory Survey of Participants in Urban and Suburban Teacher Academy Programs

In an era plagued by teacher shortages, recruitment and training strategies are crucial. One promising early recruitment strategy is the use of teacher academies, pre-collegiate programs for aspiring teachers. Yet precious little is known about these programs or their students, many of whom appear to mirror the much sought-after diversity hoped for in practicing teachers (Darling-Hammond, Berry, Hasselkorn, & Fideler, 1999). This paper reports results of a survey of 133 students enrolled in 11 teacher academies surrounding a large Midwestern city. Data on students’ demographics, future goals, and perceived program needs are reported. Results indicate strengths in program experiences and cohesiveness, and the need for greater emphasis on college readiness and program organization. Further research on these programs is imperative

Middle and High School Students with Learning Disabilities: Practical Academic Interventions for General Education Teachers - A Review of the Literature

Increasingly, students with learning disabilities are being educated in the general education setting by general education teachers. This trend benefit all students. This article reviews of the literature from 1986 to 2002 in order to identify and examine academic interventions for mid- dle and high school students with learning disabilities that can be applied to various subject areas. The practices that appeared to be most effective were categorized under the following headings: (a) mnemonic instruction, (b) graphic organizers, (c) guided notes, (d) class wide peer tutoring, (e) coached elaboration, and (f) inquiry teaching